Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH JPT : Jurnal Pendidikan Tematik
Christiana, Marya Dorince
Unknown Affiliation
Religion Chemistry Education Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Evaluasi Penerapan Delapan Standar Nasional Pendidikan (SNP) Di Sekolah Menengah Teologi Benfomeni Kapan : Studi Kasus dan Implikasinya Terhadap Akreditasi Christiana, Marya Dorince
JPT : Jurnal Pendidikan Tematik Vol 6 No 3 (2025): Desember
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

School accreditation is an educational quality assurance system that functions to assess the feasibility and quality of educational provision in various institutions, including Senior High Schools (SMA). This study reviews the basic concepts, objectives, assessment components, and stages of senior high school accreditation in Indonesia, which are guided by the National Education Standards (Standar Nasional Pendidikan/SNP). The Christian Theological Senior High School (Sekolah Menengah Teologi Kristen/SMTK) is a formal secondary education institution under the Ministry of Religious Affairs that integrates general education with distinctive Christian theological characteristics, aiming to develop students who are faithful, of strong character, and academically competent at a level equivalent to SMA. To ensure its quality, SMTK is required to undergo accreditation. This literature review indicates that accreditation plays a strategic role in ensuring the quality of educational services in SMTK, in alignment with the National Education Standards (SNP) while simultaneously maintaining the distinctive standards of Christian religious education. The school accreditation process (for both public and private schools) functions as a mechanism for evaluating and improving educational quality. The stages begin with preparation (the formation of a team, socialization, training, data/document collection, and the preparation of a self-evaluation report), followed by the completion of accreditation instruments covering three main aspects: management, educational/learning processes, and facilities and infrastructure. Accreditation provides formal recognition of school quality and encourages continuous improvement and innovation. After the visitation, the assessment is conducted through data verification, observation, interviews, and documentation of facilities by assessors. The assessors analyze school performance based on national standards and produce a report that determines the accreditation status (A, B, C, or Not Accredited), along with recommendations for improvements to be implemented.
TRANSFORMASI INOVASI PEMBELAJARAN GURU MELALUI PERILAKU ORGANISASI SEKOLAH DI SMTK BENFOMENI KAPAN Christiana, Marya Dorince; Murniarti, Erni
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1797

Abstract

This research focuses on the Benfomeni Kapan Vocational High School, located in North Mollo District, South Central Timor Regency, East Nusa Tenggara (NTT). The educational context in NTT, particularly in areas like TTS, often faces specific challenges, including limited resources and geographical conditions. The culture within a school will shape teachers to create quality learning. However, in practice, there are still some teachers who have not maximized this learning. This qualitative study using a case study method focused on examining the influence of school organizational behavior (including leadership, culture, communication, motivation, and teamwork) on teacher learning innovation at SMTK Benfomeni Kapan. Teacher innovation is a vital indicator in the context of Christian education, which must adapt to changes in curriculum and technology. The results of the study indicate a strong relationship: positive and participatory organizational behavior oriented towards human resource development has been shown to significantly increase teacher creativity and learning innovation. Meanwhile, a rigid organizational environment, closed communication, and lacking structural support tend to hinder teachers' innovative efforts. This research, which uses data from in-depth interviews, observations, and documentation, is expected to guide management improvements and enhance the quality of education at SMTK.
ADAPTASI KURIKULUM MERDEKA DALAM PENGEMBANGAN KOMPETENSI VOKASIONAL DI SMTK BENFOMENI KAPAN Christiana, Marya Dorince; Murniarti, Erni
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1801

Abstract

The research focused on the strategies of schools and educators in linking the principles of the Independent Curriculum to improve students' vocational skills readiness in accordance with the context of religious schools. This research used a qualitative approach with a descriptive study approach, enabling researchers to gain a deep understanding of the phenomenon under study. The research subjects included the principal, teachers, and students of SMTK Benfomeni Kapan who were directly involved in the implementation of the Independent Curriculum. Data collection techniques were carried out through field observations and documentation studies. The results showed that the adaptation of the Independent Curriculum at SMTK Benfomeni Kapan was realized through the implementation of differentiated learning, project-based learning, and the strengthening of the Pancasila Student Profile Strengthening Project (P5) integrated with religious values. These strategies contributed positively to the development of students' vocational competencies, particularly in aspects of independence, cooperation, creativity, and practical skills relevant to the needs of life and service. However, this study also found obstacles in aspects of teacher pedagogical competency and learning management, especially related to diagnostic assessment and systematic vocational learning planning.
Co-Authors Erni Murniarti, Erni